Difference between revisions of "Caslon Language Education Wikimedia (G)"

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* A categorization of writing or speaking, such as humorous or persuasive. Examples of writing or speaking may reflect several genres. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 
* A categorization of writing or speaking, such as humorous or persuasive. Examples of writing or speaking may reflect several genres. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
  
* In systemic functional linguistics theory, a goal-directed activity to achieve a particular cultural purpose, such as the creation of a particular kind of text (either spoken or written) through deliberate [[Caslon_Language_Education_Wikimedia_(L)#lexicon|lexical]] and grammatical choices that make it the kind of text that it is (e.g., an e-mail, a speech, a lab report, a short story). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* In systemic functional linguistics theory, a goal-directed activity to achieve a particular cultural purpose, such as the creation of a particular kind of text (either spoken or written) through deliberate [[Caslon_Language_Education_Wikimedia_(L)#lexicon|lexical]] and grammatical choices that make it the kind of text that it is (e.g., an e-mail, a speech, a lab report, a short story). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==globalization==
 
==globalization==
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==gradual release of responsibility model==
 
==gradual release of responsibility model==
 
* A model of explicit and interactive instruction in which the teacher initially provides extensive [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]], primarily through whole groups and shared [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] and language opportunities. Gradually, the teacher removes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolds]] providing increased opportunities for students to read and write text, to develop [[Caslon_Language_Education_Wikimedia_(O)#oracy|oracy]], and to apply [[Caslon_Language_Education_Wikimedia_(M)#metalinguistic awareness|metalinguistic]] analyses in collaborative or independent contexts. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
 
* A model of explicit and interactive instruction in which the teacher initially provides extensive [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]], primarily through whole groups and shared [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] and language opportunities. Gradually, the teacher removes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolds]] providing increased opportunities for students to read and write text, to develop [[Caslon_Language_Education_Wikimedia_(O)#oracy|oracy]], and to apply [[Caslon_Language_Education_Wikimedia_(M)#metalinguistic awareness|metalinguistic]] analyses in collaborative or independent contexts. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
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 +
==growth models==
 +
* Refers to a variety of experimental measures that attempt to show student growth, based on results of standardized tests. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==guided reading==
 
==guided reading==
 
* A method of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction currently popular in U.S. schools. Small groups of students with similar levels of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] development are provided targeted instruction in areas of need with appropriately leveled texts. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 
* A method of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction currently popular in U.S. schools. Small groups of students with similar levels of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] development are provided targeted instruction in areas of need with appropriately leveled texts. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
  
* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction in which small, homogenous groups of students are matched to texts at their appropriate instructional level, and the teacher provides support as students attempt to read the texts on their own. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction in which small, homogenous groups of students who read at about the same level are matched to texts at their appropriate instructional level, and the teacher provides support as the students attempt to read the texts on their own. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==guided writing==
 
==guided writing==
* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction designed to address an area of need within students’ writing development. Typically, guided writing lessons start with a mini-lesson on some aspect of writing; students practice the writing principle or strategy they were just taught, under the teacher’s supervision, and then share their final written projects. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction designed to address an area of need within students’ writing development. Typically, guided writing lessons start with a mini-lesson on some aspect of writing; students practice the writing principle or strategy they were just taught, under the teacher’s supervision, and then share their final written projects. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
  [[#Caslon Language Education Index|Top]]
 
  [[#Caslon Language Education Index|Top]]

Latest revision as of 18:37, 16 July 2019

Caslon Language Education Index

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

general linguistic performance(s)

genre

  • In systemic functional linguistics theory, a goal-directed activity to achieve a particular cultural purpose, such as the creation of a particular kind of text (either spoken or written) through deliberate lexical and grammatical choices that make it the kind of text that it is (e.g., an e-mail, a speech, a lab report, a short story). Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

globalization

glocalization

gradual release of responsibility model

growth models

guided reading

guided writing

  • A form of literacy instruction designed to address an area of need within students’ writing development. Typically, guided writing lessons start with a mini-lesson on some aspect of writing; students practice the writing principle or strategy they were just taught, under the teacher’s supervision, and then share their final written projects. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
Top